Latest Jobs

First Peoples Fund Rapid City, SD, USA
May 16, 2019
Full time
POSITION:    Grant Coordinator / Executive Assistant JOB TYPE:     Full-Time, Exempt Position   ORGANIZATION First Peoples Fund (FPF) is a national nonprofit organization founded in 1995. Its mission is to honor and support the Collective Spirit® of First Peoples artists and culture bearers.   POSITION SUMMARY The Grant Coordinator / Executive Assistant will provide a high level of support to the Development Director and President, as well as working collaboratively with all members of First Peoples Fund staff.    The Grant Coordinator is responsible for the preparation of grant applications, reports, and proposals, and performance of professional and administrative work in researching, identifying, developing and responding to public and private grant opportunities. Coordinates grant opportunities across all programs under the direction of the Director of Development, as well as working closely with the Data tracker / Storyteller.   The Executive Assistant is responsible for establishing and maintaining a high-level of administrative support to the President by preparing reports, handling information requests, and performing administrative functions such as preparing correspondence, receiving, arranging conference calls, coordinating meetings and conferences; assisting and managing special projects, as requested, and managing emails, and calendar in a fast paced environment.   EDUCATION, KNOWLEDGE, SKILLS, ABILITIES, and PHYSICAL REQUIREMENTS: Bachelor’s degree in Business Administration, Journalism or related field and five years of experience, preferable for nonprofit and/or Native corporations. An understanding and awareness of the Native arts and culture field and a broad knowledge of tribal communities and cultures across North America. Knowledge and familiarity with research techniques for fundraising prospect research. Knowledge of fundraising information sources. Highly organized, detail-oriented, self-starter project management experience required. Strong written communication skills; ability to write clear, structured, articulate, and persuasive proposals/reports. Strong editing skills. Excellent computer skills - Google drive, MS Office Suite, Adobe Suites, and experience with project management software such as Basecamp a plus; Excellent interpersonal skills and ability to work in a busy, fast-paced environment; Demonstrated ability to meet deadlines while managing competing priorities; Ability to work collaboratively as a member of a team. And, be able to work independently, take initiative and be self-motivated.   JOB LOCATION: This position located in FPF’s home office in Rapid City, South Dakota, as well as periodic offsite work. Some travel required   First Peoples Fund offers competitive salaries and benefits including health insurance. A Simple IRA pension plan that is effective after an introductory period.   A detailed position description could be reviewed at our website; www.firstpeoplesfund.org . If interested in applying for the position, please submit your resume and any supporting documentation to info@firstpeoplesfund.org . Applications will be accepted until the position is filled.
Northern Arizona University Flagstaff, AZ, USA
May 13, 2019
Full time
The successful candidate will teach undergraduate elementary courses, supervise practicum, advise students, maintain a strong personal program of service, assist with accreditation efforts, attend and participate in departmental and college events, and participate in the development of field-based early childhood programs throughout the region and state. This is a clinical position. Course delivery formats include face-to-face, hybrid, and web-based instruction. This is a one-year Assistant Clinical Professor/Lecturer (non-tenure-track), academic-year position based in Flagstaff, Arizona in the Department of Teaching and Learning. The appointment will begin with the Fall 2019 academic semester. The Department of Teaching and Learning is located within the College of Education. For more information visit the Department of Teaching and Learning website. The position is renewable, based on availability of funds, effective performance, and program needs. The appointment will begin in August 2019. The successful candidate should be able to travel to various field sites to observe students and to assist in faculty development. A documented commitment to curricular innovation and collaboration with university and practitioner colleagues is highly desired, as well as a demonstrated ability to teach effectively to a diverse student population and work with other diverse internal and external groups. Position is subject to the availability of funding. The title of the position assigned will be based on candidate’s educational qualifications (see minimum qualifications).   Minimum Qualifications:   Lecturer: Master’s degree in Elementary Education/ Early Childhood or related field Three years' teaching birth-age 4 or K-3 Assistant Clinical Professor: Earned doctoral degree by Aug 2019 in Curriculum and Instruction or closely related field Three years' teaching birth-age 4 or K-3   Preferred Qualifications:   Earned doctoral degree in Curriculum and Instruction or closely related field. Three - five years teaching K-8th grade or birth-age 4. Experience across the age groups birth-Grade 8 Knowledge of best teaching practices/models for K-Grade 8. Knowledge of best teaching practices/models for early childhood education B-4. Online teaching experience. Higher education experience related to preparing preservice teachers for birth-Grade 8. Experience teaching adult learners. Experience working collaboratively with agencies, school districts, college faculty and adult learners. Demonstrated expertise through graduate course work and experience in all aspects of K-8th grade education. Experience working with people from a variety of culturally diverse backgrounds. Evidence of a commitment to diversity. Experience teaching in a diverse multi-cultural setting.   Annual Salary: Lecturer $47,000-50,000 Assistant Clinical Professor $54,000-56,000                                           Please see nau.jobs for full job descriptions and details on how to apply online!  NAU is an Equal Opportunity/Affirmative Action Institution. Women, minorities, veterans and individuals with disabilities are encouraged to apply.
Friends Committee on National Legislation Washington, DC, USA
May 13, 2019
Full time
Friends Committee on National Legislation, a nonpartisan Quaker lobby in DC, seeks a Congressional Advocate for Native American Policy. He/she manages the lobbying program on Native American issues by creating and implementing strategies to influence legislation. This is a 27-month commitment with paid salary plus benefits. Send resume, three references and an essay to jobs@fcnl.org by June 1, 2019. For full position details and essay topics, visit: fcnl.org/congressional-advocate.
Leech Lake Tribal College Leech Lake Tribal College, Little Wolf Road Northwest, Cass Lake, MN, USA
May 13, 2019
Full time
The Law Enforcement Program Coordinator is responsible for overseeing the Law Enforcement Program. Leech Lake Tribal College provides courses required for an individual to receive a two-year A.A.S. in Law Enforcement. The Law Enforcement Program Coordinator will also assist students services to recruit potential traditional, and non-traditional students. Supplemented by SKILLS training (available from Hibbing Community College), the student is subsequently eligible to apply to P.O.S.T. Board Certification in Minnesota.     EDUCATION: A Master’s in disciplined area is required and/or having a minimum of B.S./B.A., or five years’ experience and working toward Masters’ Degree.  Must meet the requirements set forth by the Minnesota POST Board to be a Law Enforcement Program Coordinator 6700.0300 Professional Peace Officer Education Subpart 7.     ADDITIONAL QUALIFICATIONS AND SKILLS: Experience as a Law Enforcement Officer, Special Agent, or other Commissioned Law Enforcement officer with powers of arrest. Experience teaching at the college or university level and be able to teach courses at all appropriate levels. Ability to implement contemporary pedagogical philosophies, methods, and techniques, including multi-media, to develop and deliver instruction in classroom and lab settings. Able to develop instructional activities, course syllabi, course outlines, and other necessary teaching material. Ability to effectively use appropriate technology and equipment. Knowledge of online learning; experience teaching with online learning tools. Knowledge of grant reporting Ability to work collegially with all individuals in the tribal college setting. Demonstrated commitment to serving students from diverse backgrounds, interests, goals, and abilities. Ideal candidates will be of high energy, dedicated to students, motivated by strong commitment to the mission of Leech Lake Tribal College. Experience working with the Ojibwe community. Excellent verbal and written communications skills.         Excellent interpersonal skills and a self-starter. Excellent organizational, planning, and prioritizing skills. Ability to maintain confidentially of records and information – to comport with all state, and federal laws, and rules. Ability to interpret; adapt; and apply guidelines and procedures. Ability to develop and maintain recordkeeping systems and procedures. Ability to work effectively as a team member of LLTC. Ability to pass pre-employment drug test and criminal background checks. Must be in good standing with the community. Native American Preference.     DUTIES/RESPONSIBILITIES: Teach the contracted 9-12 credits the first semester and 9-12 credits the second semester. Required to submit course syllabi and office hours with the Dean of Academics by required dates, final semester grades by the required semester-end dates, student attendance reports in the required format at the required time, and any other information required by the class standards. Assist faculty in developing or enhancing course materials. Market and promote the program and recruit students. Register students and conduct student background checks, assist students with credit transfers and course scheduling. Facilitate POST course sign-up for students. Post job openings for students. Mentor students. Coordinate and facilitate meetings and membership in the Law Enforcement Advisory Board. Develop and maintain department quality guidelines. Maintain professional association memberships. Develop continuing education opportunities. Develop and maintain community outreach relationships and partnership opportunities including with other law enforcement agencies. Keep current with changing laws. Attend conventions including State Police Chief and State Sheriff. Facilitate budget development and manage budget. Participate in fundraising and/or grant writing opportunities. Resolves or assists in the resolution of problems and/or complaints and initiates corrective action as appropriate. Serves on various college committees and participates in professional organizations as appropriate to assignment. Performs other related duties as required or assigned.     PHYSICAL REQUIREMENTS: Ability to lift 30 pounds or more and use proper body mechanics Be able to sit or stand for long periods of time Subject to internal working conditions. Non-smoking environment.
$7,600 yearly
Leech Lake Tribal College Leech Lake Tribal College, Little Wolf Road Northwest, Cass Lake, MN, USA
May 13, 2019
Seasonal
The primary responsibility of the Women’s Basketball Coach to direct the College's Women’s basketball program while instructing and working with the athletes to prepare them for competition.   EDUCATION: Associate or Bachelor's degree preferred; at least 1-3 years of coaching, playing, and/or administrative experience in a basketball program. Equivalent combination of education and experience may be considered.   ADDITIONAL QUALIFICATIONS AND SKILLS: Understanding knowledge of and commitment to the mission, vision and goals of LLTC. Knowledge of Anishinaabe culture and experience working with American Indian students preferred. Strong interpersonal and organizational skills with a working knowledge of basketball processes. Must have an understanding knowledge of NIAC rules and regulations. Ability to provide positive direction and supervision of LLTC Women’s Basketball team. Ability to strategically and effectively plan, develop, administrate and evaluate basketball   programs, policies and procedures. Ability to exhibit leadership, budget management and planning in LLTC women’s basketball   program. Knowledge of technology used in coach management. Ability to apply team building strategies. Knowledge of current issues/trends in coaching strategies including recruitment and retention   efforts. Resolve and consult on a wide range of administrative and personnel issues with a clear sense of institutional needs and priories. Ability to provide accountable leadership resulting in productive, efficient working relationships. Ability to effectively mediate conflicts. Demonstrated leadership effectiveness in leading and motivating students in a collegial and shared governance environment. A strong commitment to meeting student needs and providing a quality educational experience for all students. Demonstrated commitment to equitably serving students with diverse backgrounds, interests,     goals, and abilities. Excellent organizational, planning, and prioritizing skills. Ability to make effective decisions and take independent action when appropriate. Ability to communicate effectively verbally and in writing. Ability to provide quality customer service and support to the LLTC and all stakeholders, visibly and positively representing the College to the public. Ability to interpret; adapt; and apply guidelines and procedures. Identify trends and correct any deficiencies that may arise. Ability to develop and maintain recordkeeping systems and procedures. Ability to maintain confidentially of records and information. Ability to perform consistently under the pressure of deadlines and other demands. Ability to pass pre-employment drug test and criminal background checks. Native American Preference.   DUTIES/RESPONSIBILITIES: Assist the Athletic Director and Men’s Basketball Coach in preparing pre-season schedule consisting of facilities, dining, and transportation logistics, and directing camps/clinics both on and off campus for high school students, coaches, and staff. Recruit for women’s basketball. Assist in securing spaces for practices and games. Assist in ordering uniforms, necessary equipment and supplies. Assist with fund raising for the athletic programs. Assist the Athletic Department to ensure the college is in compliance with Northern Intercollegiate Athletic Conference rules and regulations and is abiding by the rules and regulations of the National Junior College Athletic Association. Recruit and retain outstanding athletes to LLTC College Women’s Basketball program who can be academically successful. Ensure women’s basketball team members are attending classes, turning work in on time, maintaining the required grade point average and attending tutoring sessions as required. Assist the Athletic Director in developing early warning systems and strategies for women’s team players. Plan and implement a sound pre-season training program. Provide for the safety and welfare of team members at all times. Supervise players when off-campus, using the student code of conduct found in the student handbook. Ensures all department reporting is done in a timely manner. Resolves or assists in the resolution of problems and/or complaints and initiates corrective action as appropriate. Maintain punctual and excellent attendance for all practices and games. Other duties as assigned
Rapid City Area School District Rapid City, SD, USA
May 10, 2019
Full time
The Director of Diversity, Equity and Outreach, in partnership with RCAS leadership will develop and execute the Whole Child Initiative to intentionally build and nurture a diverse educational community whose members learn and live alongside one another with mutual respect, displaying intellectual curiosity about differences and inclusion efforts. The Director will provide leadership for districtwide K-12 Native American and other culturally diverse programs and execute opportunities to increase awareness and understanding regarding equity for culturally diverse populations. The Director will collaborate with district and building administrators to design and implement educational programming and training that integrates cultural diversity and awareness of Native American history and culture into the district’s curriculum, staff development processes, and activities. The Director will partner with district administration to create equal opportunities for culturally diverse populations to improve their success in education, career, and life. Education Level Required: Master’s Degree in Educational Leadership, Organizational Leadership or Equity and Diversity with demonstrated leadership experience with Native American Education programs. Education Level Preferred: South Dakota Principal licensure. Experience/Knowledge Required: Minimum of three (3) years in administration working with culturally diverse programs. Experience/Knowledge Preferred: Experience working specifically with Native American programs along with other culturally diverse programs.
$165,501 - $192,300 yearly
Environmental Protection Agency Ada, OK, USA
May 08, 2019
Full time
SENIOR EXECUTIVE SERVICE CAREER OPPORTUNITY            Groundwater, Watershed, and Ecosystems Restoration Division Director – Ada, OK EPA’s Office of Research and Development (ORD) is seeking to fill its Groundwater, Watershed, and Ecosystems Restoration Division Director position within the National Risk Research Management Laboratory (NRMRL). The ideal candidate has experience leading a research organization and in areas related to groundwater remediation and contaminated sites. The Division’s research provides the scientific basis for tools, strategies, and technologies to protect and restore ground and surface water quality and ecosystem function, as well as technical support for EPA Superfund sites. Information on GWERD is available at: https://www.epa.gov/aboutepa/about-groundwater-watershed-and-ecosystem-restoration-division-gwerd-epas-national-risk . Application instructions and more detail can be found at: https://www.usajobs.gov/GetJob/ViewDetails/531126600   Major duties for this position include: Oversees a research program on groundwater and subsurface remediation (e.g., technologies, clean-up strategies, monitoring) for contaminated sites. Serving as principal scientific advisor to the Director, NRMRL, and to the Assistant Administrator of Research and Development for major program areas assigned to the Division. Serving as a first, second, or third level supervisor for managers and staff in Division’s Immediate Office and Branches. Assessing needs, defining goals, developing program plans, establishing organizational structure of the Division, establishing overall laboratory operating policies, priorities, and procedures, developing long- and short-range plans and projects, and allocating dollar and manpower resources. Coordinating Division activities with representatives of foreign, State and municipal governments and with other Federal agencies, industry, academia and private organizations sharing a mutual interest. Assuring the timely and effective dissemination of the Division’s research findings to the appropriate user-community and appropriate Agency officials both within and outside ORD. Salary and Benefits : This is a Senior Executive Service (SES) position. The position is a full-time, permanent appointment. The salary range is $166,501-$192,300 per year. Determination of salary is dependent upon qualifications, experience, current salary, and other factors. The selected applicant will be eligible for full benefits including relocation expenses, health and life insurance, retirement, and vacation and sick leave. How to Apply : Applications should be submitted via the position listing on USAJOBS: https://www.usajobs.gov/GetJob/ViewDetails/531126600 . The position closes May 20, 2019. U.S. EPA is an Equal Opportunity Employer    
$49,110 - $87,070 yearly
Fond du Lac Tribal and Community College Cloquet, MN 55720, USA
May 06, 2019
Full time
The Customized Training Director is responsible for providing leadership and direction to customized training/continuing education department office staff; providing program/course sales, coordination, service, and instructional support to the public and external customers of the college; identifying needs and working with other managers, staff, and faculty to plan/develop/implement customized training programs, continuing education courses, conferences, and training for businesses, industries, and workforce-development agencies; initiating and building effective partnerships and alliances with businesses/industries, the community, peer institutions, and public sectors; and providing support in researching and the procurement of grant and funding opportunities, developing programming, facilities enhancement, etc. MINIMUM QUALIFICATIONS: Associate's degree in a related field or equivalent related work experience. Experience managing large, complex, multi-year projects including planning, purchasing, and reporting. Knowledge of marketing, sales, and/or business development. Ability to problem-solve and work under pressure on multiple high-priority projects. Experience in customer/client relationship management. Proficient oral and written communication skills. Proficient computer skills, including Microsoft Office. Experience in outside sales or in entrepreneurial activities. Prior experience with budget and grant management. Knowledge of Workforce Development strategies. Ability to work independently and as a member of a high functioning team. Ability to offer instructional and administrative support for training conducted at off-site/remote locations. Valid Driver's License. Demonstrated knowledge of and share in the college's interest in diverse cultures and populations. PREFERRED QUALIFICATIONS : Bachelor's degree Experience directing employee/department workloads. Familiarity with Lumens, rSchoolToday, and other Minnesota State software. Demonstrated experience in Customized Training/Continuing Education field including marketing, training, and consulting services. Successful track record in cultivating and maintaining partnerships. A thorough understanding of training program development and coordination. Training skills: StrengthsFinder, DPI certification, Indian Home School program, or other training curriculum. Knowledge of Minnesota State policies and procedures regarding contracting with vendors/consultants. Knowledge and ability to maintain fiscal records. APPLICATION PROCEDURE: Apply online at agency.governmentjobs.com/fdltcc . Mailed applications will not be considered. Questions about the position may be directed to the Dean of Indigenous and Academic Affairs, Roxanne DeLille, at (218) 879-0890 or roxanned@fdltcc.edu. START DATE:   As soon as possible DEADLINE TO APPLY:   open until filled
University of Calgary University of Calgary, University Drive Northwest, Calgary, AB, Canada
May 03, 2019
Full time
The Centre for Environmental Engineering Research and Education (CEERE) in the Schulich School of Engineering at the University of Calgary invites applications for a Teaching Chair in Integrating Indigenous Knowledge in Engineering with the preferred start date of Sept 3, 2019.  CEERE is focused on the development and growth of multidisciplinary education programs in Environmental Engineering and Energy and Environment with a mandate to bring together learners, educators, researchers and industry participants to benefit from a team-based approach for tackling current and future environmental challenges in Alberta, Canada and worldwide. The successful candidate will be appointed at the rank of Instructor (tenure-track) or Senior Instructor (appointment with tenure) jointly in CEERE and in one of our five engineering departments (Civil; Geomatics; Chemical and Petroleum; Electrical and Computer; and Mechanical and Manufacturing). Applicants will have earned an undergraduate degree in engineering and have completed or very close to completing a Master’s or PhD program in engineering, education, or other relevant disciplines. The successful candidate ideally will have at least 2 years of full-time engineering work experience or work experience in an Indigenous community. The successful candidate will have a strong interest in undergraduate education and in teaching and learning pedagogy.  Applicants at the instructor level must present evidence of successful teaching and developing a scholarship of application, such as in-service teaching, collaborative work completed for the profession, and/or leadership in the profession.  Applicants at the Senior Instructor rank requires evidence of teaching effectiveness; a creative approach to the teaching function; evidence that the individual is capable of initiating and participating in a wide variety of teaching activities; evidence that the individual is thoroughly familiar with the current status of the appropriate discipline or one or more specialized areas thereof; and a satisfactory record of service. Appointment to this rank may also consider evidence of leadership roles, evidence of pedagogical expertise or involvement with curriculum development. Educational and professional qualifications beyond those for Instructor may be required. Applicants should have a deep connection with Indigenous communities and understanding of indigenous knowledge and protocols.  It is expected that the successful candidate will provide course instruction and also establish course and learning activities in the area of integrating Indigenous knowledge in engineering design and sustainable development.  Offering learning opportunities that integrate indigenous knowledge into sustainable engineering aligns with the goals of CEERE and the Schulich School of Engineering. The Teaching Chair in Integrating Indigenous Knowledge in Engineering will be appointed for a five year term with possibility for renewal for an additional five years contingent upon favorable performance. The successful candidate will lead the development of engineering curricula and learning opportunities that embed Indigenous knowledge, and ways of knowing including Indigenous epistemologies, pedagogies, and methodologies, and how they can be applied in the design and application of sustainable engineering systems. The Chair will also contribute to leadership in the development of academic programming to increase the access of Indigenous communities to engineering degree programs. The successful candidate will be an emerging leader with an original, creative, innovative and culturally-grounded background, with demonstrated excellence in systems thinking that can integrate Indigenous knowledge into the engineering curriculum. It is anticipated the successful candidate will have expertise in how Indigenous knowledge and methodologies can be applied in the design and application of sustainable engineering systems, such as new techniques for environmental monitoring, low carbon and renewable energy systems, water and wastewater management processes and/or sustainable buildings.  The appointees must be registered (or be eligible for registration) as a Professional Engineer with the Association of Professional Engineers and Geoscientists of Alberta (APEGA).  The University of Calgary has launched an institution-wide Indigenous Strategy in line with the foundational goals of Eyes High, committing to creating a rich, vibrant, and culturally competent campus that welcomes and supports Indigenous learners, encourages Indigenous community partnerships in research and academic programming, is inclusive of Indigenous perspectives in teaching and learning.  The Schulich School of Engineering vision identifies three priority areas: student success and experience; fostering diversity, and research impact as described in our Strategic Plan .  Applicants are encouraged to describe their experience and vision through the lens of Eyes High, the university’s Indigenous Strategy, and the Schulich School of Engineering’s Strategic Plan in the requested application documentation. Interested individuals are encouraged to submit an application online via the ‘ Apply Now’ link. Please be aware that the application process allows for only four attachments. Your four application attachments should be organized to contain the following (which may require you to merge documents, such as publications): Curriculum vitae, including the name and contact information of at least three referees Statement on student learning and success (not to exceed two pages) with attention given to Indigenous students Statement on equity, diversity and inclusion (not to exceed two page) with a focus on Indigenous peoples Questions may be addressed to: Dr. Ed Nowicki, PhD, P.Eng                                                           Acting Director, CEERE                                                                   Schulich School of Engineering, University of Calgary Email : ceere@ucalgary.ca / enowicki@ucalgary.ca                            Dr. Michael Hart, PhD Vice Provost (Indigenous Engagement) University of Calgary Email : michael.hart@ucalgary.ca Mr. Kenny Gregor Principal Boyden Email : kenny.gregor@boyden.com   Applications will be accepted until June 10, or until the position is filled. To view full posting and apply:   https://careers.ucalgary.ca/jobs/3966035-teaching-chair-in-integrating-indigenous-knowledge-in-engineering-schulich-school-of-engineering The University of Calgary recognizes that a diverse staff/faculty benefits and enriches the work, learning and research experiences of the entire campus and greater community. We are committed to removing barriers that have been historically encountered by some people in our society. We strive to recruit individuals who will further enhance our diversity and will support their academic and professional success while they are here. All qualified candidates are encouraged to apply; however Canadians and permanent residents will be given priority. In this connection, at the time of your application, please answer the following question: Are you a Canadian citizen or a permanent resident of Canada? (Yes/No) To learn more about academic opportunities at the University of Calgary and all we have to offer, view our Academic Careers website .
$50,000 yearly
Fort Lewis College Fort Lewis College, Durango, CO, USA
May 03, 2019
Full time
Position Summary The Assistant Director is a full-time exempt position.  The Assistant Director of the Native American Center, a center under the Diversity Collaborative, will be responsible for the center’s day-to-day administrative oversight and management of the programs and resources that support Native American and Indigenous students at Fort Lewis College.  Duties and responsibilities are carried out as it relates to the goals and mission of the Student Affairs Division and Fort Lewis College. Required Qualifications Baccalaureate degree Minimum 3 years of direct experience with creating, planning, and implementing programs on a college campus Minimum of two years' experience supervising staff in an office setting Effective written, oral, and intercultural communication skills; effective collaborative and administrative skills Proven ability to work independently and as a contributing member with teams Strong interpersonal and group facilitation skills Aware and knowledgeable of the tribal diversity of Native Americans in the US Knowledge of and experience with Microsoft Office Demonstrated leadership working with student organizations and activities planning Demonstrated ability to foster and develop positive working relationships with colleagues, students, and other stakeholders Strong commitment to organizational success including focus on continuous quality and process improvement Preferred Qualifications Master’s degree 4 years professional experience in student affairs, particularly in Native American student support and retention Experience in providing programming and training around social justice education that involves critical race, intersectional, and queer theories. Experience in providing student retention and success programs centered on best practices for Native American undergraduate students Major Responsibilities Center Management: Supervision of Center Staff: Lead and mentor NAC Coordinator, Assistant Coordinator, and student employees  Daily Center Engagement: Oversight of ensuring the NAC is open and receiving students during regular weekly hours, evening programming, and weekend events.  Ensures center is student focused and welcoming to the diversity of tribes represented in the student population, campus community, and center visitors  Social Media and Marketing: Coordinate, in conjunction with NAC staff, the internal social media accounts.  Develop NAC oriented marketing materials (flyers, digital TV, and printed material) to promote student involvement in activities and programs. Cultural Kitchen: Co-manage a commercial kitchen that serves as the central kitchen for the Diversity Collaborative centers and affiliated RSOs Student-Centered Support and Retention Advisement and Mentoring: Provide direct mentoring, coaching, guidance and referrals for Native American students on a walk-in basis and as part of cohort-based programs that engage first year and transfer populations Program management: Coordinate with center staff on program areas related to student support and retention Program Development and Coordination: Assessment: Assessment of NAC programs and services: Conduct and implement regular student affairs-oriented assessment methods to determine student success and engagement.  Participate in campus-wide assessment cycles through committee structures. Cultural Engagement: NAC Speaker’s Series: Secure speakers/presenters for the NAC speakers series, coordinate campus presentations in classrooms and for campus audience, coordinate speakers/presenters’ trip to Durango, CO Health and Wellness: Create and develop culturally relevant programming that supports Native American students Campus Diversity, Equity, and Inclusion: Diversity Collaborative: Serve as a team member in a collaborative that supports diverse student populations, collaborate across campus events throughout the year, create and develop initiatives that promote diversity, equity, and inclusion Other Duties as Assigned Work Conditions Exempt status with work hours that will extend into evenings and weekends based on activities and programs that are scheduled Majority of work hours will occur in an assigned office space within the Native American Center Compensation Salary $50,000 plus a comprehensive benefits package. Anticipated start date June 21, 2019.  Position is grant funded and contingent upon funding. Application Process A complete application packet includes: Cover letter addressing interest and qualifications for position Resume Names and contact information for three current, professional references One-page statement regarding your Student Affairs Professional Philosophy as it relates to diversity, equity, and inclusion Submit materials as one PDF file via email to: Liz Bahe, Director – Diversity Collaborative ebahe@fortlewis.edu Subject line for email:  Assistant Director of the Native American Center   Application materials received by Click here to enter a date. will receive full consideration. Position will remain open until filled.   The successful candidate will be required to submit original, official college transcripts, and pass a background check.   The College and the Community Fort Lewis College , a selective public institution located in Durango, Colorado , offers degree programs in arts, business, education, health fields, humanities, social and natural sciences, and teacher education. Our inspiring mountain campus is located atop a scenic mesa overlooking historic Durango and situated between the San Juan Mountains and the desert Southwest. We are committed to accessible and high-quality baccalaureate education, and our hallmarks are remarkably close relationships between students and faculty, the freedom of intellectual exploration, and the challenge of experiential learning. Our 3,300 students come from 48 states, 17 countries, with 36% Native American and Alaska Native backgrounds, and 11% Hispanic backgrounds. Durango is a thriving multicultural community of 18,500 set along the beautiful Animas River Valley. Averaging 300 sunny days per year, the community is known for its outdoor lifestyle and friendly, festive atmosphere. Durango is also the cultural and economic hub of the Four Corners region, rich in dining, shopping, and entertainment, and linked with airline service to hubs in Denver, Phoenix, and Dallas. Equal Opportunity Fort Lewis College does not discriminate on the basis of race, age, color, religion, national origin, gender, disability, sexual orientation, gender identity, gender expression, political beliefs, veteran status, pregnancy, or genetic information. Accordingly, equal opportunity for employment, admission, and education shall be extended to all persons. The College shall promote equal opportunity, equal treatment, and affirmative action efforts to increase the diversity of students, faculty, and staff. The College is dedicated to building a culturally diverse and pluralistic faculty and staff committed to teaching and working in a multicultural environment; applications from underrepresented groups are strongly encouraged. ADAA Accommodations Any person with a disability as defined by the ADA Amendments Act of 2008 (ADAAA) may be provided a reasonable accommodation upon request to enable the person to complete an employment assessment. To request an accommodation, please contact Kristin Polens by phone 970-247-7459 or email kpolens@fortlewis.edu at least five business days before the assessment date to allow us to evaluate your request and prepare for the accommodation. You may be asked to provide additional information, including medical documentation, regarding functional limitations and type of accommodation needed. Please ensure that you have this information available well in advance of the assessment date.
UC San Diego La Jolla, San Diego, CA, USA
May 02, 2019
Full time
UC San Diego Assistant VC-Academic Affairs and Chief of Staff Extended Deadline: Tue 5/14/2019 Salary Range: Commensurate with Experience Academic Affairs is the largest of the vice chancellor areas at UC San Diego. Led by the Executive Vice Chancellor (EVC), it is comprised of seven academic divisions and schools, six undergraduate colleges, Institutional Research, The Library and University Extension. The vice chancellor area also includes academic support units (The Teaching and Learning Commons, The Center for Digital Learning), as well as The Preuss School UCSD and the units under the purview of the Vice Chancellors-Student Affairs and Equity, Diversity & Inclusion. Academic Affairs annually manages expenditures in excess of $750M, 2.7M ASF of space and employs over 13,500 academic, staff and research employees. The Office of the EVC is responsible for policy and procedure communication and implementation, resource administration, training and guidance, and program development for administrators, faculty, and staff within the EVC areas. Under the general direction of the Executive Vice Chancellor (EVC) and serving as the EVC’s Chief of Staff, the Assistant Vice Chancellor-Academic Affairs and Chief of Staff (AVC-AA) is a strategic advisor to the EVC providing expertise and counsel in all areas within the EVC's purview. AVC-AA provides senior executive-level oversight and coordination to implement the directives and initiatives of the EVC, and contributes to the advancement of campus-wide initiatives. The AVC-AA drives the agenda of the EVC, ensuring the EVC’s ability to achieve consensus and collaboration in leading the entire Academic Affairs portfolio and contributing to the leadership of UC San Diego. Works directly with the Assistant Chancellor and Chief of Staff, Vice Chancellors and other senior leaders to address and resolve issues that affect the success of UC San Diego. Functions with a high degree of autonomy and responsibility for identifying objectives, formulating strategies, coordinating resources, reporting outcomes and leading people to achieve objectives. The AVC-AA is the EVC’s liaison to the Advancement and University Communications functions, contributing to fundraising and stewardship objectives and the campus’ strategic communications. The AVC-AA is a participating member of the EVC’s leadership team and works independently or in collaboration with others to develop issue briefs and policy and operational analyses related to issues with wide-ranging and significant impact, both present and anticipated. Manages important and sensitive issues in collaboration with the offices of the Chancellor, Vice Chancellors and Deans, provides counsel and support to campus senior leadership and facilitates the communication and implementation of decisions and strategies in handling of campus-wide issues. The AVC-AA, maintains strict confidentiality of privileged information, and performs a wide variety of professional level duties that require tact, sensitivity, creativity, independent judgment, diplomacy, discretion, and flexibility. The AVC-AA represents the EVC to internal and external constituencies, and is charged with decision-making on behalf of the EVC. The AVC-AA speaks on behalf of the EVC and makes binding commitments. This position is designated “Confidential” within the meaning of the Higher Education Employer- Employee Relations Act. QUALIFICATIONS • Thorough knowledge of the legal constraints and opportunities for higher education in the State of California and through Federal programs and regulations. • Superior knowledge of academic governance, instructional, and research programs. Experience in developing and implementing policies and procedures. • Thorough knowledge of the organizational environment of higher education and large research universities to understand client priorities, issues, motivations and constraints. • Extensive knowledge of university policies and procedures. Knowledge of UC San Diego policies and procedures strongly preferred. • Thorough knowledge of organizational processes, protocols and procedures. Ability to effectively represent and coordinate organizational strategy and administrative initiatives with campus senior-level management, Office of the President, and external contacts such as governmental representatives and the media. • Excellent consulting, relationship building and strategic thinking skills. Ability to serve effectively as a member of the EVCAA management team. Includes skill in participating effectively in team settings, helping to generate consensus, discussing policy and strategic planning for a major organization, and following up on decisions. Ability to represent the University’s best interest at all times. • Excellent ability to establish mission and goals at the macro-level; to lead subordinate management to develop goals in alignment with mission. Strong negotiation, mediation, and decision-making skills. • Outstanding speaking and listening skills. Demonstrated ability to generate consensus in group settings. Ability to speak and present clearly before large and small audiences with confidence. • Sophisticated leadership abilities to establish department goals, and motivate and influence others to achieve. Very strong, effective supervisory skills and demonstrated ability to provide leadership that motivates and promotes team-building and creates a positive work environment. • Thorough knowledge of financial analysis and reporting techniques; human resources and risk management planning; accounting and payroll. • Strong experience with a wide range of computer software, including relational databases, financial modeling, spreadsheet and word processing applications. • Bachelor's degree in related area and/or related experience/training. Advanced degree preferred. • Outstanding writing skills. Ability to clearly and accurately express substance and nuance in both oral and written communications. Skill in communicating issues clearly and gathering information through appropriate consultation with a wide variety of constituents. • Proven ability to work with diverse populations at all levels of the organization, including faculty, senior administrators, legal representatives, and external agency representatives. • Superior skill to provide leadership in addressing complex and sensitive problems and matters. Ability to use discretion, exercise good judgment, and maintain strict confidentiality. SPECIAL CONDITIONS • A background check is required. • Duties may require direct contact and/or supervision of children (defined as individuals under the age of 18); completion of the Child Abuse and Neglect Reporting Act (CANRA) form will be required. Our employees enjoy competitive compensation packages and educational opportunities in a diverse, stimulating workforce. This position is eligible for full benefits first day of hire: a) Health/Dental/Vision Insurance. b) Vacation/holidays (18 vacation days & 13 paid holidays a year). c) Work/Life Balance. d) UC Retirement Plan. For more information about UCSD Benefits please visit https://blink.ucsd.edu/HR/benefits/index.html and UCSD Work/Life visit https://blink.ucsd.edu/HR/benefits/work-life/quality-index/index.html. Apply Online: http://50.73.55.13/counter.php?id=160246 The University of California is an Equal Opportunity/Affirmative Action Employer. All qualified applicants will receive consideration for employment without regard to race, color, religion, sex, national origin, disability, age, protected veteran status, gender identity or sexual orientation. For the complete University of California nondiscrimination and affirmative action policy see: http://www-hr.ucsd.edu/saa/nondiscr.html
Arizona State University - Mary Lou Fulton Teachers College Tempe, AZ, USA
May 02, 2019
Full time
The ASU Mary Lou Fulton Teachers College (MLFTC) seeks applicants for a post-doctoral fellowship for two academic years, starting during the 2019-2020 academic year. This is a residential fellowship. Salary is competitive, with full benefits included. The appointment will begin no later than August 16, 2019. The post-doctoral fellow will focus on researching principled innovation in Arizona K-12 schools and higher education. The MLFTC-derived concept of “Principled Innovation” is central to and undergirds this work. Principled Innovation (MLFTC, 2019) guides student, faculty, and staff responses to complex issues in ways that are reflective, inclusive, and intentional by design. This approach is infused into culture, curricular, co-curricular, and clinical experiences, and supports responsible, ethical, and anticipatory decision-making as we redesign our programs. The post-doctoral fellow will work closely with the MLFTC Design Initiatives team, a group that brings principled innovation to educational systems through collaborative, design-based problem-solving. A successful candidate will have experience conducting ethnographic research in K-12 environments; a strong grounding in theory combined with a willingness to consider alternate viewpoints and interdisciplinary perspectives; the ability to navigate ambiguity; and a collaborative mindset. This position requires excellent writing and communication skills, including an ability to communicate with and write for varied audiences in traditional and non-traditional formats. The fellow may act as a participant-researcher and contributor to K-12 and higher education learning environments as part of research responsibilities. This work aligns with MLFTC’s mission of effecting positive impact through socially-embedded, deeply collaborative partnerships with Arizona K-12 schools and districts. In order to have a rich learning experience, the post-doctoral fellow will work on a research collaborative team and participate with senior faculty on research activities including participation in research group meetings. In addition, s/he will work collaboratively with two additional post-doctoral fellows supporting the college’s research around principled innovation.   Required Qualifications: Earned Ph.D. or Ed.D. in educational policy and evaluation or related discipline from an accredited university by August 16, 2019 Must have at least one related scholarly publication in a peer-reviewed journal Knowledge of the character development and/or humanistic design approaches for principled educational innovation Experience conducting ethnographic research in K-12 school environments Experience conducting interviews and focus groups Experience with quantitative and mixed research methodologies Strong writing and analytic skills for scholarly publications and general audiences Experience conducting literature reviews and systematic reviews   Desired Qualifications: Career plans for long-term involvement in K-12 or higher education in the areas of teacher education, design thinking, educational policy or educational leadership A research plan for the post-doctoral fellowship that focuses on studying K-12 and higher education learning environments using ethnographic methods Background in curriculum and instruction, educational leadership, design thinking or teacher education Experience working in K-12 schools Knowledge of student-centered pedagogies and authentic assessment approaches Experience in research methodology, survey design, administration, and Qualtrics   About the College and the University Mary Lou Fulton Teachers College has been ranked among the best by U.S. News & World Report for twelve consecutive years. The Teachers College benefits from a legacy of excellence in scholarship and research and is dedicated to preparing the next generation of education leaders. The Teachers College focuses on teaching and scholarship that positively impact local, national and global communities and influence PreK-20 education. The College is a recognized leader in teacher education, cultivating mutually beneficial partnerships and using technology to prepare excellent teachers and school leaders who apply evidence-based knowledge that positively impacts students, families, and the community. Arizona State University, a respected research institution in the Pac-12 Conference, is developing a new model of an American research university: one that measures its academic quality by the education its graduates receive; one at which researchers, while pursuing their scholarly interests, also consider the public good; and one whose faculty expands the concept of community service by accepting major responsibility for the health, economic and social development of its community.   Application Procedures & Deadline: Only electronic applications uploaded via Interfolio will be reviewed. In order for your application to be considered complete all of the following items must be uploaded via Interfolio: Goals and Significance of Your Work: In 500 words or fewer, explain how you would design an ethnographic research study of a K-12 learning envirionment if you were offered the postdoctoral fellowship. Career History: In 700 words or fewer, explain how your research interests have evolved. Describe your career plans for the next five years and how this fellowship will contribute to your career goals. Samples of Scholarly Writing: Submit two samples (published or unpublished) of your scholarly work, one of which should be a research paper that represents your work as an emerging scholar and future career trajectory. The two manuscripts should not exceed a total of forty (40) pages.   Curriculum Vitae: I nclude the following information in your CV: Education - From most recent to oldest degrees. Include name of institution, major/minor, degree, date awarded and major professor. Employment history - From most recent to oldest positions. Include title, organization name, location, and dates. Honors, awards, or fellowships - Include title and date. Publications, scholarly writings, and sponsored projects.   Reference Letters: Two letters from scholars who are familiar with your work. The initial application deadline is June 16, 2019. If not filled, applications will be reviewed on a rolling deadline every two weeks thereafter until the search is closed. To submit your application materials, please visit apply.interfolio.com/62644 .   Arizona State University is a VEVRAA Federal Contractor and an Equal Opportunity / Affirmative Action Employer. All qualified applicants will be considered without regard to race, color, sex, religion, national origin, disability, protected veteran status, or any other basis protected by law. For a complete statement of ASU’s non-discrimination statement, refer to http://www.asu.edu/aad/manuals/acd/acd401.html and https://www.asu.edu/titleIX/ . In compliance with federal law, ASU prepares an annual report on campus security and fire safety programs and resources. ASU’s Annual Security and Fire Safety Report is available online at https://www.asu.edu/police/PDFs/ASU-Clery-Report.pdf . You may request a hard copy of the report by contacting the ASU Police Department at 480-965-3456.
Arizona State University - Mary Lou Fulton Teachers College Tempe, AZ, USA
May 02, 2019
Full time
The Mary Lou Fulton Teachers College (MLFTC) is seeking applicants for a post-doctoral fellow for two academic years, starting during the 2019-2020 academic year. This is a residential fellowship. Salary is competitive, full benefits are included. The appointment will begin no later than August 16, 2019. MLFTC has embarked on a major innovative redesign of educator preparation, both in the initial preparation of teachers and throughout the on-going development of educators in advanced degrees. The post-doctoral fellow will focus on researching “principled innovation” in Arizona K-12 schools and higher education. The MLFTC-derived concept of “Principled Innovation” is central to and undergirds this work. Principled Innovation (MLFTC, 2019) guides student, faculty, and staff responses to complex issues in ways that are reflective, inclusive, and intentional by design. This approach is infused into culture, curricular, co-curricular, and clinical experiences, and supports responsible, ethical, and anticipatory decision-making as we redesign our programs. The selected fellow will work on research, development and technical assistance efforts connected to MLFTC programs with a focus on principled innovation as applied in teacher preparation programs (e.g. early childhood, linguistic or ethnic minorities, elementary, secondary, or special education), higher education and Birth through 12th grade learning environments. The candidate must also demonstrate an established content area (e.g. literacy, STEM, democracy in education), and /or policy creation that affects educators and the on-going preparation and support of educators. A successful candidate will have experience conducting research in K-12 environments; a strong grounding in theory combined with a willingness to consider alternate viewpoints and interdisciplinary perspectives; the ability to navigate ambiguity; and a collaborative mindset. This position requires excellent writing and communication skills, including an ability to communicate with and write for varied audiences in traditional and non-traditional formats. The fellow may act as a participant-researcher and contributor to K-12 and higher education learning environments as part of research responsibilities. In order to have a rich learning experience, the post-doctoral fellow will work on a research collaborative team and participate with senior faculty on research activities including participation in research group meetings. In addition, s/he will work collaboratively with two additional post-doctoral fellows supporting the college’s research around principled innovation. The post-doctoral fellow will be supported and tasked with efforts to (a) increase the amount and quality of scholarship in the stated areas, (b) use quantitative, qualitative, or mixed research methodologies, (c) engage interdisciplinary theories, and (d) produce scholarship that advances evidence-based practices and inquiry for principled innovation, character development, and educator life-long development. This work aligns with MLFTC’s mission of effecting positive impact through socially-embedded, deeply collaborative partnerships with Arizona K-12 schools and districts. Required Qualifications: Earned Ph.D. or Ed.D. in teacher education, education policy or related discipline from an accredited university by August 16, 2019 Background in character education, education reform and innovation, civic education, teacher education, or higher education Must have at least one related scholarly publication in a peer-reviewed journal Knowledge of the character development literature and recent efforts to reform teacher education in the United States Strong writing and analytic skills for scholarly publications Strong writing skills for communicating research to a general audience Experience conducting literature reviews and systematic reviews Experience conducting interviews and focus groups Experience with qualitative and quantitative research methodologies. Experience in design-based research methodologies that engage multiple partners in studying complex phenomena in education Desired Qualifications: Career plans for long-term involvement in teacher preparation in the area of principled innovation, character development, educational policy, or teacher education A research plan for the post-doctoral fellowship that focuses on studying efforts to improve teacher education through character development integration, including but not restricted to MLFTC Experience in research methodology, survey design, administration, and Qualtrics Experience in program evaluation Knowledge and experience in facilitating design-thinking activities for various groups (e.g., community members, students and teachers, administrators) About the College and the University Mary Lou Fulton Teachers College has been ranked among the best by U.S. News & World Report for twelve consecutive years. The Teachers College benefits from a legacy of excellence in scholarship and research, and are dedicated to preparing the next generation of education leaders, focusing on teaching and scholarship that positively impacts local, national and global communities and influences PreK-20 education. MLFTC is a recognized leader in teacher education, cultivating mutually beneficial partnerships and using technology to prepare excellent teachers and school leaders who apply evidence-based knowledge that positively impacts students, families, and the community. Arizona State University, a respected research institution in the Pac-12 Conference, is developing a new model of an American research university: one that measures its academic quality by the education its graduates receive; one at which researchers, while pursuing their scholarly interests, also consider the public good; and one whose faculty expands the concept of community service by accepting major responsibility for the health, economic and social development of its community. Application Procedures & Deadline: Only electronic applications uploaded via Interfolio will be reviewed. In order for your application to be considered complete all of the following items must be uploaded via Interfolio: Goals and Significance of Your Work: If you were offered the postdoctoral fellowship, explain in 500 words or less how you will advance teacher education research in the area of principled innovation and character development. Career History: In 700 words or fewer, explain how your research interests have evolved. Describe your career plans for the next five years and how this fellowship will contribute to your career goals.   Samples of Scholarly Writing: Submit two samples (published or unpublished) of your scholarly work, one of which should be a research paper that represents your work as an emerging scholar and future career trajectory. The two manuscripts should not exceed a total of forty (40) pages. Curriculum Vitae: Include the following information in your CV: Education - From most recent to oldest degrees. Include name of institution, major/minor, degree, date awarded and major professor. Employment history - From most recent to oldest positions. Include title, organization name, location, and dates. Honors, awards, or fellowships - Include title and date. Publications, scholarly writings, and sponsored projects. Reference Letters: Two letters from scholars who are familiar with your work.  The initial application deadline is June 16, 2019. If not filled, applications will be reviewed on a rolling deadline every two weeks thereafter until the search is closed. To submit your application materials, please visit apply.interfolio.com/62643 .   Arizona State University is a VEVRAA Federal Contractor and an Equal Opportunity / Affirmative Action Employer. All qualified applicants will be considered without regard to race, color, sex, religion, national origin, disability, protected veteran status, or any other basis protected by law. For a complete statement of ASU’s non-discrimination statement, refer to http://www.asu.edu/aad/manuals/acd/acd401.html and https://www.asu.edu/titleIX/ In compliance with federal law, ASU prepares an annual report on campus security and fire safety programs and resources. ASU’s Annual Security and Fire Safety Report is available online at https://www.asu.edu/police/PDFs/ASU-Clery-Report.pdf . You may request a hard copy of the report by contacting the ASU Police Department at 480-965-3456.
Greenwood/Asher & Associates, Inc. Montana State University, Bozeman, MT, USA
May 02, 2019
Full time
Vice President of Research, Graduate Education and Economic Development Montana State University is seeking to hire an effective and impactful leader to provide institution-wide leadership for the University’s nationally and internationally renowned research, graduate education and economic development initiatives. Montana State is one of only 130 universities in the U.S. designated as an institution with very high research activity by the Indiana University Center for Postsecondary Research’s Carnegie Classification of Institutions of Higher Education.  The Vice President of Research, Graduate Education and Economic Development is the principal research officer for the University. This position reports to the President and is a critical member of the leadership team. The Vice President provides the dynamic leadership necessary to foster significant increases in external funding for research, strengthening of scholarly dissemination, to promote growth, collaboration, and student success in appropriate and relevant graduate programs, and to foster innovative and nationally recognized scholarship and creative activity in all fields, including interdisciplinary and trans-disciplinary collaborations as a champion of the University’s Strategic Plan, C ho osi ng   P r omise . The Vice President also plays a vital role in capitalizing on the intellectual wealth of the University’s research enterprise, transferring technology which can be a driver for the overall enhancement of the economic development of the state. The successful candidate will initiate and implement activities that further enhance Montana State University in innovative and transformational research and scholarship across a wide range of academic disciplines; and the incumbent will foster rigor, intellectual curiosity and synergies throughout the research enterprise.  Founded in 1893 as a Land-Grant University, Montana State University is composed of ten academic colleges and a graduate school. Montana State University boasts a friendly, supportive faculty and campus environment. Currently, the University hosts an enrollment of over 16,900 students at its main campus, including approximately 1,980 graduate students. The graduate program encompasses 61 master’s degrees, 43 doctoral degree options and 13 certificate options. In addition to its main campus in Bozeman, Montana State University has campuses in the cities of Billings, Havre and Great Falls. Montana State has seven research agricultural centers and Extension offices that serve every county and tribal nation in Montana.  Montana State University has the largest and most varied research portfolio in Montana and neighboring states. In fiscal year 2017, Montana State opened 562 new sponsored program grants and had $130.8 million in research expenditures, with major areas of research excellence in agriculture, biomedicine and health care, economics, education, energy, mental health, nanotechnology, optics and photonics.  Visit  http://www.montana.edu/research/  for information on Montana State University’s evolution into a world-renowned institution. The Vice President of Research, Graduate Education, and Economic Development is responsible for guiding the University’s research mission and research-related strategic planning and direction; anticipating and promoting research opportunities for faculty; encouraging an institutional environment that fosters excellence in research and scholarship; developing financial strategies that support and promote research and economic development; and assuring legal compliance with proper and ethical research practices. Further, overseeing the Graduate School  and supporting the research experience and training of graduate students is a significant part of the portfolio. Minimum Qualifications   • Earned doctorate or equivalent degree from an accredited institution;  • Rank of Full Professor or title equivalent to senior research manager in industry, non-profit, or government;  • Demonstrated effectiveness in administration and management of a complex institutional organization or unit therein;  • Demonstrated record of excellence in progressive levels of leadership, responsibility and expertise in research administration at a major research university, organization or government agency;  • Outstanding, nationally recognized record of scholarship and success in attracting competitive research funding along with experience in leading multidisciplinary research/creative initiatives;  • Demonstrated excellence in graduate student education/mentoring;  • Must be able to obtain a U.S. national security clearance through Department of Defense and Department of Energy;  • Demonstrated ability to work effectively as a team member in a diverse, collaborative, campus environment and provide effective leadership to enhance the increasing diversity and global character of Montana State University; Preferred Qualifications   • Background in or familiarity with science, technology, engineering, or mathematics (STEM) research and associated issues;  • Demonstrated excellence in leading or participating in a complex organization with a broad focus across disciplines, including the Social Sciences, the Arts and the Humanities;  • Experience in cultivating diversity in research and education and fostering development of faculty research programs;  • Demonstrated effectiveness in graduate student program development;  • A comprehensive understanding of the role a public land-grant university plays in the vitality of the region and the state, and of the importance of research, creative activity, and scholarship across the university;  • Demonstrated efforts and effectiveness in technology transfer activities and startups, collaborating with industries, working actively with state and local government and EDC’s;  • Ability to articulate a vision for research, creative activities, technology transfer and graduate education that represents the diverse disciplines of a land-grant university. Greenwood/Asher & Associates, Inc. is assisting Montana State University in the search. Initial screening of applications will begin immediately and continue until an appointment is made. For full consideration, materials should be provided by June 10, 2019. Application materials should include a letter addressing how the candidate’s experiences match the position’s duties, responsibilities and qualifications, an academic curriculum vitae and contact information for at least five references. Submission of materials as PDF attachments is strongly encouraged. Individuals wishing to place names in nomination should submit electronically a letter of nomination to include the name, position, address, and telephone number of the nominee. Confidential inquiries, nominations and application materials should be directed to :  Betty Turner Asher or Kevin Bennett  Greenwood/Asher & Associates, Inc.  42 Business Center Drive, Suite 206  Miramar Beach, FL 32550  Phone: 850.650.2277 / Fax: 850.650.2272  E-mail:  bettyasher@greenwoodsearch.com E-mail:  kevinbennett@greenwoodsearch.com For more information about Montana State University, please visit  h t t p : / / w w w . m on t an a.edu/ Montana State University is committed to continually supporting, promoting and building an  inclusive and culturally diverse campus environment and strongly encourages applications from  female and minority candidates.